The First Sourcebook on Nordic Research in Mathematics Education

Norway, Sweden, Iceland, Denmark and Contributions from Finland

Bharath Sriraman|Christer Bergsten|Simon Goodchild

Emerald

This book can be opened with

Paperback / softback

9781617350986

20 July 2010

$95.00

Hardback

9781617350993

20 July 2010

$135.00

Description
Contents

The First Sourcebook on Nordic Research in Mathematics Education: Norway, Sweden, Iceland, Denmark and contributions from Finland provides the first comprehensive and unified treatment of historical and contemporary research trends in mathematics education in the Nordic world.

The book is organized in sections co-ordinated by active researchers in mathematics education in Norway, Sweden, Iceland, Denmark, and Finland. The purpose of this sourcebook is to synthesize and survey the established body of research in these countries with findings that have influenced ongoing research agendas, informed practice, framed curricula and policy. The sections for each country also include historical articles in addition to exemplary examples of recently conducted research oriented towards the future. The book will serve as a standard reference for mathematics education researchers, policy makers, practitioners and students both in and outside the Nordic countries.

Foreword; Bharath Sriraman.

Section I. Norwegian Research in Mathematics Education.
Chapter 1. Introduction to the Norwegian Section of the Sourcebook of Nordic Research in Mathematics Education; Simon Goodchild.
Chapter 2. The Development of Mathematics Education as a Research Field in Norway: An Insider’s Personal Reflections; Trygve Breiteig and Simon Goodchild.
Chapter 3. The Contribution of Stieg Mellin-Olsen to Mathematics Education: An International Luminary: A Will to Explore the Field, an Ability to Do It; Christof Kyfif and Norm Lindén.
Chapter 4. Norway: Low Achievement in Mathematics in Compulsory School as Evidenced by TIMSS and PISA; Lise Sissel Grønmo.
Chapter 5. Collaborative Inquiry in Developing Mathematics Teaching in Norway; Barbara Jaworski.
Chapter 6. Inquiry into Mathematics Teaching with ICT; Anne Berit Fuglestad.
Chapter 7. Interpretative Research as Collaborative Inquiry; Marit Johnsen-Høines.
Chapter 8. Longitudinal Study as an Instrument for Development in Mathematics Teaching and Mathematics Education Research; Trygve Breiteig and Barbro Grevholm.
Chapter 9. An Overview of the Development of Research on Collaborative Problem Solving at the University of Agder; Hans Erik Borgersen, Maria Luiza Castro, and Raymond Bjuland.
Chapter 10. Educational Reforms—How Are They Implemented?; Bodil Kleve.
Chapter 11. Teachers’ Use of Projects and Textbook Tasks to Connect Mathematics with Everyday Life; Reidar Mosvold.
Chapter 12. Mathematical Archaeology on Pupils' Mathematical Texts: Un-Earthing of Mathematical Structures; Ole Einar Torkildsen.
Chapter 13. The Climbing Experiment: From Doing to Thinking; Anne Birgitte Fyhn.
Chapter 14. Pupils' Participation in the Classroom Discourse of Mathematics; Åse Streitlien.
Chapter 15. Appropriating Mathematical Tools Through Problem Solving in Collaborative Small-Group Settings; Martin Carlsen.
Chapter 16. Pupils' Motivation for Learning Mathematics: Research in Norway; Kjersti Wæge.
Chapter 17. The Future of Mathematics Education Research in Norway: Some Indicators; Simon Goodchild and Liv Sissel Grønmo.
Section II. Swedish Research in Mathematics Education.
Chapter 18. Mathematics Education Research in Sweden: An Introduction; Christer Bergsten.
Some Theoretical Orientations of Swedish Research.
Chapter 19. Learning Difficulties and Mathematical Reasoning; Johan Lithner and Torulf Palm.
Chapter 20. Learning from Variation: Differences in Learners' Ways of Experiencing Differences; Ulla Runesson and Angelika Kullberg.
Chapter 21. Contextualizing Mathematical Teaching and Learning; Andreas Ryve, Inger Wistedt, and Max Scheja.
Some Areas of Research in Sweden.
Chapter 22. From Henschen to Middletown Mathematics: Swedish Research on Low Achievement; Anne Engström and Olof Magne.
Chapter 23. Research on Mathematics Teacher Education in Sweden; Barbro Grevholm.
Chapter 24. Using Tests and Tasks: Swedish Studies on Mathematics Textbooks; Eva Jablonka and Monica Johansson.
Chapter 25. National Assessment in Compulsory School; Astrid Pettersson and Lisa Björklund Boistrup.
Some Recent Swedish Studies.
Chapter 26. The Graduate School Effort to Promote an Interdisciplinary Field; Carl Bredahl.
Chapter 27. Children's Knowledge Building in Arithmetic in the Compulsory School and in the Special School for Intellectually Disabled in Sweden; Göta Eriksson.
Chapter 28. A Theoretical Framework for the Study of Proof in Mathematics Education; Kirsti Hemmi.
Chapter 29. Students' Perceptions of Limits; Kristina Juter.
Chapter 30. The Roles of Prior Knowledge When Students Interpret Mathematical Texts; Magnus Österholm.
Section III. Icelandic Research in Mathematics Education.
Chapter 31. Mathematics Education in Iceland: Explaining the Non-Homogeneity in a Homogeneous System; Guðný Helga Gunnarsdóttir, Guðbjörg Pálsdóttir, and Bharath Sriraman.
Chapter 32. The History of Public Education in Mathematics in Iceland and Its Relations to Secondary Education; Kristín Bjarnadóttir.
Chapter 33. Mathematics Teacher Education at Iceland University of Education: Recent Development of Mathematics Education Courses; Guðný Helga Gunnarsdóttir and Guðbjörg Pálsdóttir.
Chapter 34. Developing Team-Teaching Through Self-Study; Hafdís Guðjónsdóttir, Jónína Vala Kristinsdóttir, and Edda Óskarsdóttir.
Chapter 35. Teachers' Development in Mathematics Teaching Through Reflective Discussions; Jónína Vala Kristinsdóttir.
Chapter 36. Relating Life Story and Pedagogical Vision: A Teacher's Voice; Katrín Frímannsdóttir and Sigrún Aðalbjarnardóttir.
Chapter 37. Professional Development: How Did Teachers' Participation in the Professional Development Program Influence Their Teaching Practices?; Guðrún Angantýsdóttir.
Chapter 38. Structures of Finnish and Icelandic Mathematics Lessons; Lasse Savola.
Chapter 39. The Implementation of the Intended Curriculum in Teaching Materials: Authors’ Perspective; Guðný Helga Gunnarsdóttir.
Section IV. Danish Research in Mathematics Education.
Chapter 40. Mathematics Education Research in Denmark: A Brief Introduction; Bettina Dahl and Bharath Sriraman.
Chapter 41. Mathematical Modelling as a Goal in Mathematics Education: Developing Modelling Competency from Kindergarten to University; Morten Blomhøj and Tinne Hoff Kjeldsen.
Chapter 42. Learning Mathematics Through Modeling: The Case of the Integral Concept; Morten Blomhøj and Tinne Hoff Kjeldsen.
Chapter 43. Recent Development in School Mathematics' Roles and Relations; Lena Lindenskov and Mette Andresen.
Chapter 44. Preparing In-Service Teachers for an Interdisciplinary Curriculum; Claus Michelsen.
Chapter 45. Can Two Different Types of Mathematics Teacher Preparation in Denmark Integrate? A Discussion of Research-Based Teaching and Mathematics Competencies; Bettina Dahl.
Chapter 46. Adults Learning Mathematics: Research and Education in Denmark; Tine Wedege.
Chapter 47. A Learning Landscape: Building Perspectives on Mathematics Learning in Multicultural Classrooms; Helle Alrø, Ole Skovsmose, and Paola Valero.
Chapter 48. Critical Mathematics Education: In Terms of Concerns; Ole Skovsmose.
Chapter 49. If a Quarter Crashes, So It Dies: Children’s Meaning Making in Mathematics Lessons; Troels Lange and Tamsin Meaney.
Section V. Contributions from Finland.
Chapter 50. Making Mathematics through Progressive Technology; Lasse Ernoen and Lenni Haapasalo.
Chapter 51. Design of Pedagogical Studies to Shift Mathematical Profiles Among Student Teachers; Lenni Haapasalo and Lasse Ernoen.
Chapter 52. The Mathematical Development of Children Aged Between 6 and 15; Lisen Häggblom.
Chapter 53. Painful Paradigm Shifts in the Teaching and Learning of Mathematics; Harry Silfverberg and Lenni Haapasalo.